�鶹��ýӳ�� Academy Danum has been awarded just under £8,000 in grant funding from the Savoy Educational Trust to support the development of the school’s food technology provision. The grant will help fund safe food and equipment storage as well as modern, industry-relevant cooking equipment. 

The funding will directly benefit both Key Stage 3 (KS3) pupils and Key Stage 4 (KS4) Hospitality and Catering students, supporting learners to build essential practical cooking skills, expand nutrition knowledge, and perform complex culinary techniques.

The improved infrastructure comes at a vital moment for the academy's technology department; KS4 Hospitality and Catering enrolment has grown significantly, from 34 students in 2024 to 83 currently studying the subject. Linked with Jamie Oliver’s Ministry of Food and supported by staff membership in the Food Teachers Centre, the academy provides ingredients and equipment at no cost to families, removing financial barriers and ensuring access for all learners.  

By aligning with the local Doncaster Food Plan, which aims to build residents' food-related knowledge, the upgraded kitchen environment and state-of-the-art equipment will prepare students for post-16 study, college hospitality programmes, and long-term career pathways within the hospitality and leisure industry.   

Angela Maher, chief executive of the Savoy Educational Trust, said:

“It is encouraging to see such a significant increase in young people choosing to study Hospitality and Catering at �鶹��ýӳ�� Academy Danum. The school's ambition to build on that interest, connecting what students learn in the classroom with opportunities to experience the industry first-hand, is something we are pleased to support. We hope this investment will encourage more young people to see hospitality not simply as a subject they enjoy, but as an industry in which they can build a rewarding, long-term career.”

Louise Caldwell, grants and fundraising development officer at �鶹��ýӳ��, added:

“We are delighted to have been able to secure this grant. As student interest in food technology and catering continues to grow rapidly, this investment in new equipment will transform the practical learning environment. It directly empowers pupils to gain high-level culinary skills and paves clear pathways into further education and hospitality careers.”

As part of the grant initiative, �鶹��ýӳ�� Academy Danum will actively engage students and teachers with opportunities such as partnering with regional employers, colleges, and participation in the Hospitality Connect initiative. They'll also have access to resources on Springboard’s CareerScope platform to expose students to varied career paths across hospitality, leisure, and tourism. Students will participate in Springboard’s annual FutureChef (Years 9–11) and FutureChef Jr. (Years 7–8) competitions, all while being mentored by professional chefs.  

Working with local colleges, the school will be able to offer Junior Chef and Barista Academies, expanding post-16 vocational routes for students. Teachers will also be supported through continuous professional development (CPD) and resources provided by the Food Teachers Centre.   

The project upgrades will be fully integrated into the curriculum and extracurricular enrichment programmes over the course of the academic year.

A cardiac arrest patient in Yorkshire is nearly twice as likely to survive if a bystander steps in to perform CPR, according to the latest figures from Yorkshire Ambulance Service.

Last year, bystanders intervened in 1,972 out-of-hospital cardiac arrests across the region. Their immediate actions successfully contributed to restarting 643 hearts on the scene, leading to 132 long-term survivors (6.7%). By contrast, out of 892 cardiac arrests where no bystander CPR was provided, 33 people (3.7%) survived past 30 days post-hospital discharge*.

To build on these life-saving figures, an army of 800 off-duty staff and volunteers from Yorkshire Ambulance Service visited 168 secondary schools across the region to train 35,000 students in CPR for Restart a Heart Day on Friday 16 October.

The massive training push, supported by the Yorkshire Ambulance Service Charity, is being backed by cardiac arrest survivors and the everyday heroes who stepped up to save their lives. This year’s campaign message is ‘Watch it. Learn it. Pass it on’ with students being urged not only to master the skill themselves, but to take their training home and encourage family and friends to watch the video below - creating a network of life-savers in every corner of Yorkshire.

Jason Carlyon, Community Engagement Manager at Yorkshire Ambulance Service, said:

“The numbers speak for themselves; early CPR makes a monumental difference to whether someone survives a cardiac arrest. Having a bystander step up nearly doubles a patient's chances of coming home from hospital.

“By visiting 168 schools to mark Restart a Heart Day, our 800 volunteers can equip a new generation with the skills and confidence to act in an emergency. We want these 35,000 students to go home, spark conversations with their families and neighbours, and help us turn every community into a place where everyone knows what to do in the event of a cardiac arrest.”

One Yorkshire school is taking the initiative even further. Students at �鶹��ýӳ�� Grange Academy in Wakefield have become the UK’s first Restart a Heart Ambassadors, trained to teach CPR. They lead the school’s Restart a Heart Day session for fellow students and parents, including two mums and cardiac arrest survivor Nick Parkes, who have personal experience of why CPR matters. By pioneering the student-led model, Yorkshire Ambulance Service hopes the approach can be rolled out more widely, helping life-saving knowledge spread through schools, homes and communities across the region.

Julekha Motara, Assistant Principal at �鶹��ýӳ�� Grange Academy, said:

“We are incredibly proud that our students are stepping up as the country's very first Restart a Heart Ambassadors and leading the life-saving lessons on Restart a Heart Day. Giving young people the power and responsibility to teach CPR to adults and their peers creates a ripple effect throughout our communities. It proves that you don't need to wear a uniform to save a life.”

Yorkshire Ambulance Service has provided free CPR training to more than 311,432 youngsters at the majority of secondary schools across Yorkshire since Restart a Heart Day began in Yorkshire in 2014.

Currently in the UK, less than one in ten (8.6%) people survive an out-of-hospital cardiac arrest. If we achieved the same survival rates as countries like Norway (25%), where CPR is taught in schools, an additional 100 lives could be saved each week - the equivalent of approximately 5,000 every year.

*Figures cover out-of-hospital cardiac arrests (OHCA) recorded across Yorkshire in 2025. Bystander intervention includes CPR performed by members of the public, off-duty emergency personnel, and community first responders prior to primary ambulance arrival.

Developed in collaboration with staff and unions, Trust’s resources include a policy and a key document titled 'Let’s Talk' guidance.

Katy Bradford, Deputy CEO for the �鶹��ýӳ�� Family emphasised the importance of this initiative, stating:

“Six out of ten women report that menopausal symptoms negatively affect their work life. However, with appropriate support, no woman should feel compelled to pause her career during this natural transition. Across our schools, we conduct dedicated training to normalise these conversations and ensure timely, tailored support is available whenever needed.”

The new Centre for Multi School Effectiveness will build on existing research work and look specifically at how groups of schools can help improve education.

The Centre is being established by the Confederation of School Trusts, the sector body for school trusts, and supported by more than twenty partner trusts, including the �鶹��ýӳ�� Family of Schools.

The partner trusts have helped to shape the Centre concept and have committed to supporting the initiative, but research activity will be open to schools across the sector. An independent advisory board will help ensure the research is high quality and credible.

The Centre’s findings will be free to access for all school groups in England, with the centre also looking to international perspectives from multi-school organisations in places like the USA and Australia.

CST Deputy Chief Executive Steve Rollett said:

“We know a great deal about school effectiveness and school improvement, and schools – but especially trusts – have embraced research-based approaches over the last 20 years to improve children’s education.

“Our recent ‘Advancing education’ established that schools working together in trusts overall did better, but not why that is the case. How does knowledge travel? How is expertise built and deployed? How do groups of schools create improvement that is more equitable and sustainable?

“The Centre’s aim is to connect practice in our schools, and in schools internationally, with evidence of how that can be effective in not just one school, but across many, and share that so that everyone can benefit.”

The Centre will be a sector-led research capacity: connecting the knowledge being generated inside multi-school organisations; surfacing it, testing it, challenging it and sharing it.

It will sit alongside and amplify the work of organisations like the Education Endowment Foundation to understand how classroom best practice can be applied at scale, and build on CST’s previous work with ImpactEd through the School Improvement Hub.

Its first major programme, launching in Spring 2027, will be to build an evidence base of applied practices. This will include understanding the problems when leading education at scale and the solutions that have been found.

Education Endowment Foundation Chief Executive Professor Becky Francis CBE said:

“Over the last two decades, schools in England have increasingly embraced evidence-informed approaches to teaching and learning. As the evidence base has grown, so too has our understanding of the importance of effective implementation. The Centre for Multi School Effectiveness is a welcome initiative to support groups of schools to work together to use evidence, develop expertise, and support improvement at scale.”

Lee Wilson, CEO at �鶹��ýӳ��, added:

“While evidence-based teaching is well established, leadership demands the same rigorous standard. This CST initiative will pinpoint the leadership models and organisational structures proven to improve outcomes for children across our communities. This is something that we want to be a part of, in both sharing with and learning from the sector.”

Following her national victory at The Big Bang Competition earlier this year, Year 12 student Tadiwa Nyikadzino has been invited to present her award-winning engineering project to MPs and industry leaders at the House of Commons in London.

Tadiwa, who now studies Biology, Chemistry and Maths A Levels at �鶹��ýӳ�� Post 16 Centre Worksop, won the Network Rail Innovation in Transport Award for her project, titled 'Generation hybrid cargo ship', back in June and will now head to a special 'Big Bang at Parliament' event on Monday, 16 November, hosted in the Terrace Pavilion at the House of Commons. The event also marks the 25th anniversary of EngineeringUK.

The 'Generation hybrid cargo ship' produces its own clean hydrogen fuel while travelling. The design was inspired after Tadiwa learned that cargo ships contribute significantly to global pollution, and she identified a need for cleaner transport solutions. By generating fuel on board using wind and hydro energy, the design avoids reliance on hydrogen refuelling ports and supports more sustainable global shipping.

The event invitation offers Tadiwa the unique opportunity to showcase her project directly to Members of Parliament, key policy-makers, and top engineering employers, highlighting the vital role of youth innovation in green transport and sustainability.

Speaking about the upcoming parliamentary showcase, Tadiwa said:

“I am delighted to have the opportunity to showcase my project at the House of Commons. It is a privilege to represent my school and demonstrate how young people can contribute to tackling environmental challenges through innovation.”

Paul Sims, teacher of Technology at �鶹��ýӳ�� Academy Valley, where Tadiwa previously studied, added:

“Watching Tadiwa’s journey unfold, from research and development of the initial idea to winning the Network Rail Innovation in Transport Award at the NEC, and now taking her project to the House of Commons, has been an absolute privilege.

“Her project is proof of what happens when genuine talent meets determination and creative problem-solving. To see a school student representing the future of green transport innovation on a national political stage in front of MPs and leading engineers is extraordinary. Tadiwa continues to inspire the school community; we could not be prouder of her as she takes this next step.”

The Big Bang at Parliament celebrates the impact of The Big Bang Programme, which inspires the next generation of scientists and engineers across the United Kingdom.

Primary school children at �鶹��ýӳ�� Primary Academy Lofthouse Gate in Wakefield have set a challenge for triathlon champion Jonny Brownlee.

They've asked the Olympic gold medallist and six-time world champion to come out of retirement to join their fundraising efforts for BBC Children in Need (CiN). 

Run For Pudsey is a fundraising initiative designed to engage schools across the UK in undertaking a physical challenge to raise money for BBC Children in Need 2026. 

The children recorded a visualised message for Jonny, setting him the challenge to come to their school during the week of BBC Children in Need. They want him to help their pupils, aged 4 to 11, run a collective 500 miles in just 4 hours, whilst BBC Radio Leeds broadcasts live from the playground.  

Connor Phillips, Vice Principal at �鶹��ýӳ�� Primary Academy Lofthouse Gate, said:

"The whole Lofthouse Gate community is buzzing with excitement. Run For Pudsey isn't  just about raising vital funds for Children in Need - it’s about inspiring all children to lead  active, healthy lives. Having Jonny Brownlee join us on the day will be an unforgettable  experience for the pupils." 

This challenge will take place on Tuesday 10th November, with each child sponsored to raise money for causes supported by the national campaign. 

On Friday 9th October, Jonny officially joined team BBC Radio Leeds following a live interview on the Mid-Morning programme with presenter Gayle Lofthouse, team captain for the station’s challenge.  

Jonny said:

“I’m quite emotional after listening to that [the children’s challenge]. They show so much passion, so I can’t say no. They’re quite cheeky as well, so I’ve got to be there. It’s an absolutely brilliant cause. But one condition: no primary school children are allowed to beat me. I might be retired, but I’m still quite competitive.” 

Jonny is eager to be involved in CiN 2026, as the Run For Pudsey challenge aligns with  his work with the Brownlee Foundation to inspire children from all backgrounds to enjoy  sport, encouraging them to lead active lifestyles and benefit from the opportunities  sport provides. 

�鶹��ýӳ�� Grange Academy, in Wakefield, has been recognised for its outstanding careers work. The school has been awarded Gold Level of the national Quality in Careers Standard, under licence from Ixion (Part of the Shaw Trust Group). The Quality in Careers Standard is awarded to schools and education providers who can demonstrate the importance they place on careers and how they support students to make decisions about their life after school.

�鶹��ýӳ�� Grange Academy, rated Outstanding for Personal Development by Ofsted, continually works to improve the chances and opportunities of all the students. Recognising the importance of preparing students for their future careers, the school began working towards the national Quality in Careers Standard.

There is a statutory duty to ‘secure independent careers guidance’ for all students from Year 8 onwards, and the Government also recommends that all schools should be required to work towards the national Quality in Careers Standard.

Achieving the national Quality in Careers Standard shows the head teacher, governors and leadership team at �鶹��ýӳ�� Grange Academy embrace, promote and endorse quality careers education and recognise the part it plays in the overall success of the school and its students. The school offers a range of activities to introduce students to the world of work and help them make decisions about life after school.

Julekha Motara, Assistant Principal at �鶹��ýӳ�� Grange Academy, said:

“We are delighted to be awarded the Quality in Careers Standard with Gold status. As the highest level of achievement within the framework, this benchmark validates the exceptional standard of our careers provision.”

The assessor was impressed by the breadth, quality and maturity of the careers provision at �鶹��ýӳ�� Grange Academy. Careers education is deeply embedded across the whole academy; a programme that is robust, sustainable and genuinely making a difference to young people's futures.

�鶹��ýӳ�� (OGAT) has announced a partnership with Yondr to strengthen its stance as a phone-free school by introducing a structured, whole-school approach to managing smartphone use throughout the school day.

From October, pupils at three schools (�鶹��ýӳ�� Academy Carlton in Barnsley, �鶹��ýӳ�� Academy Normanby in Middlesbrough and �鶹��ýӳ�� Grange Academy in Wakefield) will keep their phones secured in lockable pouches from arrival through to the end of the day, enabling them to fully engage in learning, social interaction and wider school life without distraction.

This initiative reflects the �鶹��ýӳ�� Family of Schools’ commitment to providing a happy, focused and inclusive learning environment for all pupils, while reducing the burden on staff to manage phone use.

Cara Ackroyd, executive principal at OGAT, said:

“Our schools have always been phone-free environments, but in line with the latest Department for Education guidance, we are strengthening our approach. We wanted a clear, consistent solution that works seamlessly across our whole school community, for staff, pupils, and parents alike.

“Partnering with Yondr allows us to reinforce our existing expectations with a practical, unified system. Our aim remains simple: to maintain a focused environment where pupils can participate fully in lessons, build stronger relationships with those around them, and stay safe.

“By removing digital distractions during the school day, we are giving pupils the space to be present, engage deeply, and thrive, while allowing our teachers to focus on teaching.”

Yondr supports more than three million pupils globally through a structured approach in which pupils retain possession of their phones, secured in pouches throughout the day. The model has been adopted across the UK, Europe and the United States, with schools reporting improvements in classroom focus, behaviour, and pupil and teacher wellbeing, as well as reduced disruption during lessons.

For �鶹��ýӳ��, strengthening its phone-free environment is part of a wider commitment to supporting wellbeing, raising attainment and promoting face-to-face social interaction. The schools will also continue to support pupils and families in developing balanced and responsible approaches to technology use.

Ahead of implementation, the schools have worked closely with parents and carers by running information sessions to ensure a smooth and supportive transition.

Inspectors praised the school in areas relating to the personal development and wellbeing programme, noting popular enrichment clubs and the �鶹��ýӳ�� ‘Out There' community projects. Inspectors were impressed with the careers programme, saying “Pupils of all ages have a clear understanding of how their education prepares them for future work or further education. This helps to prepare them for their next steps.”

Highlights of the report include:

• Staff make sure pupils feel valued and welcomed.

• Leaders identify the support that pupils require if they have special educational needs and/or disabilities.

• Leaders have taken action to bring about improvement in a number of crucial areas. With support from the trust, leaders have taken firm and decisive action in the best interests of pupils.

• Staff work successfully with external partners to plan and implement support for pupils. 

• The school’s programme for personal development helps pupils learn about important topics like relationships, safety, and life beyond school. 

• Pupils’ attainment is improving, including for disadvantaged pupils.

• Leaders offer pupils a range of extra opportunities. Pupils encounter different experiences through thoughtful trips and visits, as well as community-focused activities. 

• Pupils appreciate the chance to influence life in the local area and give back through ‘�鶹��ýӳ�� out there’ activities.

• Leaders have made considerable improvements to the behaviour of pupils since the last inspection.

Mark Robinson, principal at �鶹��ýӳ�� Academy Normanby, said: 

“I am pleased that the positive progress made across our school, particularly in safeguarding, inclusion, personal development, and improving behaviour, has been recognised, and I want to thank our parents and entire school community for their ongoing support. 

“While Ofsted highlighted these strong foundations, the report also identifies areas where we must do better; we fully acknowledge these necessary improvements and remain firmly committed to working hand-in-hand with our families so every child attends regularly, feels supported, and achieves their full potential.”

Students from two �鶹��ýӳ�� schools are celebrating after completing a personal development programme designed to build self-belief, confidence, and community connection.

A total of 73 students from �鶹��ýӳ�� Academy Newbold in Chesterfield and �鶹��ýӳ�� Primary Academy Littleworth Grange in Barnsley completed the Developing Resilience qualification, awarded by The King’s Trust. Running weekly from April to July, the programme required students to complete three distinct units: one in 'Personal Resilience,' alongside units in 'Healthy Relationships' and 'Stronger Communities', with online assessments for each. 

The qualification directly complements �鶹��ýӳ��'s (OGAT) 'Out There' initiative, which empowers young people to step outside their comfort zones and lead projects that deliver a positive impact in their local community.

Dave Booker, who coordinated the programme for �鶹��ýӳ�� Academy Newbold, said: “We were keen to take part in this collaboration because we saw it as a fantastic opportunity for our students to make a meaningful difference to their community through their Out There projects, while also developing their confidence, skills, and resilience.

“We know that students can encounter challenges, setbacks, and barriers when planning and delivering their projects, so developing resilience is a natural and important part of the experience. The Healthy Relationships and Stronger Communities units complement the ethos of Out There particularly well, helping students to develop an understanding of themselves, their relationships with others, and the positive contribution they can make to their community.”

To mark the achievement, �鶹��ýӳ�� Academy Newbold hosted a special celebration event for students, families, and friends. Each student who completed the programme was presented with an official certificate and a pin badge to wear proudly on their school blazer.

During the ceremony, speeches were delivered by Dave Booker and the school's principal, Rob Southern, praising the cohort's dedication and personal growth. Attendees also heard a moving speech from Maya, a Year 7 student who shared how the project transformed her self-belief, stating that the experience helped build her resilience to the point where she felt capable of standing before a large audience to speak publicly about her achievements; a powerful demonstration of personal growth.

Students expressed pride in earning an accredited, nationally recognised qualification alongside their Out There projects, gaining both recognition and essential life skills. Following the success of this year's pilot, OGAT plans to continue its partnership with The King’s Trust, expanding the number of schools that participate and exploring higher-level qualification pathways for future cohorts.

Dave Booker added: "The success of this year's pilot has shown us the value of our partnership with The King’s Trust, and we would love to continue developing the relationship. We would be interested in exploring some of the longer qualifications, which could provide students with the opportunity to achieve higher-level qualifications alongside completing their �鶹��ýӳ�� Out There projects."

�鶹��ýӳ�� Grange Academy welcomed Dame Rachel de Souza, the Children’s Commissioner for England, alongside Pete Whitehead, Education Policy Lead, for a visit centred on empowering student voice.

During the visit, Dame Rachel engaged with students in an interactive session featuring content she helped create for VotesforSchools. This educational platform provides weekly voting resources designed to prompt discussion on topical issues, help young people develop informed opinions and share their voices with key decision-makers. The session was followed by a discussion around key issues affecting young people today, with Dame Rachel, Pete Whitehead, students, and the school's Personal Development lead, Julekha Motara.

�鶹��ýӳ�� Grange Academy has been at the forefront of embedding pupil democracy, having integrated the VotesforSchools initiative into its curriculum for the past eight years. The visit serves as a national recognition of the academy’s long-standing dedication to creating an environment where young people can articulate their perspectives on major societal topics.

The visit highlighted the mutual commitment of both the Children’s Commissioner and �鶹��ýӳ�� Grange Academy to ensuring that children’s views are heard by policymakers and integrated into national discussions on education and youth welfare.

Julekha Motara, at �鶹��ýӳ�� Grange Academy, commented:

“It is a real privilege to have Dame Rachel de Souza visit the academy and engage directly with our students. Her visit is significant recognition of the sustained work we do at �鶹��ýӳ�� Grange Academy to give our students a platform to develop their voice, express their views, and engage with important issues. Empowering young people is something Dame Rachel is deeply passionate about, so we share a strong common purpose.

“We recently increased the time dedicated to Personal Development within our timetable, making high-quality PD provision a clear priority for our students, after they told us it's something they wanted. Having championed VotesforSchools here for around eight years, I am a firm advocate for the impact it has when embedded alongside our expanded PD curriculum. It provides an essential platform for informed debate, and it is a resource every school should have access to.”

A spokesperson for VotesforSchools added:

“We are so delighted that The Children's Commissioner was able to visit one of our most committed schools and see VotesforSchools in action. We hope Dame Rachel came away with a clear insight into the empathy, critical thinking and open-mindedness that VotesforSchools and �鶹��ýӳ�� Grange Academy seek to instil in young people. She may even have met a future Children's Commissioner!”

�鶹��ýӳ�� Academy Foxhills, in Scunthorpe, has been recognised for its outstanding careers work. The school has been awarded Gold in the national Quality in Careers Standard, awarded under licence by Ixion (Part of the Shaw Trust Group). The Quality in Careers Standard is awarded to schools and education providers who can demonstrate the importance they place on careers and how they support students to make decisions about their life after school.

�鶹��ýӳ�� Academy Foxhills, which is rated 'Outstanding' by Ofsted, is continually working to improve the chances and opportunities of all the students and recognises the importance of preparing all students for their future careers. There is a statutory duty to ‘secure independent careers guidance’ for all students from Year 8 onwards, and the Government also recommends that all schools should be required to work towards the national Quality in Careers Standard.

Achieving the national Quality in Careers Standard shows that the principal, governors and leadership team at �鶹��ýӳ�� Academy Foxhills embrace, promote and endorse quality careers education, and recognise the part it plays in the overall success of the school and its students. To prepare students for life after school, they had access to over 60 hands-on employer encounters in 2025/26. Key experiences included workplace visits at British Steel, Scunthorpe Hospital, a British Aerospace experience, engineering projects with VolkerRail, an EcoPreneurs project in partnership with UCNL, Year 9 mock interview days, and an annual Careers Fair hosting 37 exhibitors.

Claire Bradbury, Careers Lead at the school, said:

“We are thrilled to have achieved Gold in the national Quality in Careers Standard awarded by Ixion. At Foxhills, we recognise the important role school plays in helping students develop their knowledge, skills and experience so they can go out into the world and achieve personal success.

“Our careers programme aims to excite, enthuse, and inform students about future career opportunities. Through industry connections, interactive workshops, and hands-on work activities, we turn career planning into an inspiring journey. We provide up-to-date information and targeted guidance to equip students with the tools to confidently navigate their next steps and achieve their potential, ensuring they are prepared for the next stage of their education, employment, self-employment or training.”

Academy Principal, Tracy Motson, added:

“At �鶹��ýӳ�� Academy Foxhills, our core mission is always 'Students First: Raising Standards and Transforming Lives.' Achieving the national Quality in Careers Standard Gold Award is a milestone that directly aligns with this vision. Providing high-quality careers education, inspiring aspirations, and opening doors to future pathways is central to how we truly transform lives. This recognition reflects the dedication of our whole staff team to ensuring every student leaves us with the confidence, knowledge, and direction needed for long-term personal success.”

Highlighting the effectiveness of the careers provision, the assessor reported that “All students regardless of ability are able to leave �鶹��ýӳ�� Academy Foxhills with the skills, knowledge and aspiration to make excellent choices about their futures."

To find out more about �鶹��ýӳ�� Academy Foxhills, you can attend the upcoming open evening, which will be taking place on 29th September from 5 pm – 7 pm. More information can be found at

�鶹��ýӳ�� Primary Academy Kirkhamgate is celebrating an extraordinary year of academic performance after newly published assessments revealed outcomes at the school significantly outperform national averages at every milestone from Early Years through to Year 6.

Rated Outstanding in all areas by Ofsted, the academy continues to deliver exceptional academic achievements. The school’s Key Stage 2 results proved particularly outstanding, with 100% of Year 6 pupils achieving the expected standard in Reading, Writing, and Mathematics combined. This places the academy an impressive 39 percentage points ahead of the national average, with 100% of pupils individually attaining expected standards in each subject area.

The strong academic foundation begins early at �鶹��ýӳ�� Primary Academy Kirkhamgate, where 83% of children achieved a Good Level of Development in the Early Years Foundation Stage Profile, performing 15 percentage points above national figures. This success extends across all of the school's developmental stages. In Year 1, 100% of pupils passed the Phonics Screening Check, exceeding the national benchmark by 20 percentage points. Meanwhile, in the Year 4 Multiplication Tables Check, 83% of pupils achieved a perfect score of 25 out of 25, more than double the national figure of 37%, contributing to an average pupil score of 24.6.

The exceptional standard of learning across all key stages reflects the high-quality curriculum design, targeted reading interventions, and calm, aspirational environment embedded throughout the school community.

Matthew Vickers, Principal at �鶹��ýӳ�� Primary Academy Kirkhamgate, said:

“These incredible results are a testament to the hard work, determination, and pride shown by our pupils every single day. Our staff work tirelessly to create a caring, ambitious environment where every child feels supported to achieve their full potential. To see our pupils perform so far beyond national benchmarks across all key stages fills our entire school community with immense pride.”

Sarah Fozzard, Year 6 Teacher, added:

“Working with our Year 6 cohort this past year has been an absolute privilege. Achieving a 100% pass rate across Reading, Writing, and Mathematics is a remarkable accomplishment for the children. They approached their learning with such enthusiasm and resilience, laying a truly fantastic foundation for their step up to secondary school.”

Prospective parents and carers looking to secure an exceptional start for their child’s education are invited to attend the upcoming Nursery Open Evening on Thursday 15th October, from 4:00 pm to 5:00 pm. The event offers local families the opportunity to meet the early years team, tour the facilities, and experience the school's supportive learning environment first-hand.

For further information or to enquire about admissions, please contact the school on 01924 907436, email enquiries@kirkhamgate.outwood.com, or visit . The school is located on Brandy Carr Road, Kirkhamgate, Wakefield, WF2 0RS.

�鶹��ýӳ�� Academy Danum is celebrating a sporting milestone after being officially awarded the prestigious Gold School Games Mark.

The School Games Mark is a government-led award scheme designed to evaluate how effectively schools integrate sport and healthy living into their everyday culture. Earning the Gold tier places �鶹��ýӳ�� Academy Danum among a select group of schools nationwide that consistently go above and beyond the standard curriculum. For the school community, it affirms that every student, regardless of their starting point, skill level, or background, is given an equal opportunity to move, compete, and flourish. 

The school has tailored its sporting offer to the needs of its pupils not only in lessons, but with extra curricular enrichment opportunities as well, making the achievement particularly special for the PE department. The academy’s enrichment calendar features a wide range of free sessions each week, spanning everything from football to cheerleading. 

Beyond the core physical education curriculum, students are also given exciting opportunities to develop valuable real-world skills by completing nationally recognised Sports Leadership qualifications. Through these structured programmes, participants gain hands-on experience by organising sports events, coaching younger peers, and leading community activities. This not only builds confidence, communication, and teamwork, but it also provides a fantastic stepping stone for future employment, higher education, and personal growth. 

Sally King, Head of PE at the school, said:

“We are thrilled to receive the Gold School Games Mark, a well-earned badge of honour that reflects the genuine effort, teamwork, and determination present across the entire school community every day. Earning this award showcases the passion and hard work our PE team puts into expanding extra-curricular clubs, developing student leaders, and making sport inclusive and exciting for every student. As we focus on sustaining this momentum, I couldn't be prouder of everything we've achieved together!”

Students from �鶹��ýӳ�� schools are celebrating exceptional GCSE results today. Their remarkable resilience and dedication have once again led to outstanding achievements, reflecting the high standards of teaching and learning throughout the Trust.

This year’s GCSE results highlight the significant progress made by students across a broad range of subjects. The Trust saw particularly high attainment rates in subjects such as Chemistry, with 93% of students achieving a Grade 5 or higher. Spanish saw 74% of students secure a Grade 5+. 83% of Photography students were awarded a Grade 4+, and 93% of students achieved a pass or higher in Dance.

Cara Ackroyd, Executive Principal at �鶹��ýӳ��, said:

“Massive congratulations to our students on a fantastic set of GCSE results. Their hard work has rightly been rewarded today. This success also reflects our dedicated staff, who work relentlessly to support our young people in achieving their best and unlocking exciting new pathways for their future.”

Students and teachers across the �鶹��ýӳ�� family of schools have been celebrating another successful results day.

Students have once again showcased remarkable resilience, dedication, and academic excellence, putting in the hard work over the last two years to achieve impressive grades in their chosen subjects. Many students are now set to attend their top-choice universities, including Oxford and Cambridge to study competitive fields like Medicine, Veterinary Science, and Law, while others are embarking on high-profile degree apprenticeships with industry leaders like Rolls-Royce.

An impressive 19% of Year 13 students across the �鶹��ýӳ�� family achieved A* - A grades, with 64% securing A*- C.

Key subject highlights include:

• Further Maths: 93% A* - C and a 100% pass rate

• Criminology: 76% A* - C and a 99% pass rate

• T Level Health (running at �鶹��ýӳ�� Academy Adwick, Doncaster): 100% pass rate

Cara Ackroyd, Executive Principal at �鶹��ýӳ��, said:

“Huge congratulations to all our post-16 students on these fantastic results. The commitment and hard work demonstrated by both students and staff over the last two years have been exemplary. Across our family of schools, we are absolutely delighted to see so many young people opening the doors to their chosen futures today.”

Inspectors praised the school in areas relating to inclusion and personal development and wellbeing, noting, “Pupils are at the centre here. Leaders act in the best interests of pupils. They care for them and want them to flourish” and recognised that “Pupils feel included and cared for at �鶹��ýӳ�� Redcar”, adding, “Staff know pupils well and meet their individual needs. The welcome hub supports pupils as soon as they arrive at school and helps them to be ready for learning.”

Highlights of the report include:

• Supporting disadvantaged pupils is a priority. Leaders target extra support effectively. 

• Pupils benefit from a wide range of experiences beyond the classroom.

• [Pupils] learn to become determined and committed to doing their best. They know they are accountable for what they do and that they need to respect everyone.

• The careers programme is impactful. It includes workplace experiences. 

• The extra support that pupils with special educational needs and/or disabilities receive is effective.

• Pupils say they feel safe.

• Many teachers build positive relationships with pupils and communicate high expectations clearly. 

• Leaders have prioritised developing reading across the school. 

Gemma Trattles, Community Executive Principal at �鶹��ýӳ�� Academy Redcar, said:

“We are delighted that Ofsted has recognised the warm, inclusive, and supportive environment we work so hard to create here at �鶹��ýӳ�� Academy Redcar. Hearing that our pupils feel cared for, safe, and empowered to flourish is a true testament to the dedication of our fantastic staff, our wonderful students, and the strong relationships we have built with parents and our local community.

“While we are proud of the many highlights in this report, from our impactful careers guidance and reading initiatives to our strong pastoral care, we are never complacent. We view this feedback not just as a celebration of our progress, but as a roadmap for the future. We are fully committed to continuous improvement, taking on board every recommendation to ensure we refine our curriculum delivery, build on our high expectations, and ensure every single pupil receives the highest standard of education and support to reach their full potential.”

A student from �鶹��ýӳ�� Academy Haydock has beaten over 650 entrants from across the country to win a prestigious national jewellery design competition.

14-year-old Josh Lacey was crowned the winner of the Goldsmiths’ Institute National Signet Ring Design Competition at a ceremony held at Aston University. To celebrate his victory, Josh was presented with a beautiful, professionally manufactured version of his own custom-designed signet ring.

The Goldsmiths' Institute Annual Jewellery Awards, sponsored by the National Association of Jewellers (NAJ), is a national competition that celebrates and nurtures creative young talent across Key Stages 2 through 5 and attracted over 650 entries from across the United Kingdom.

One of seven entries submitted by the school’s Young Designers club, Josh’s unique, creative design caught the eyes of the expert panel of judges, earning him a spot as one of just three national finalists and an exclusive invitation to the awards ceremony in Birmingham.

Ahead of the ceremony, Josh spent an inspiring day exploring the rich heritage and modern future of British jewellery design in Birmingham’s famous Jewellery Quarter, touring the Museum of the Jewellery Quarter, and exploring the perfectly preserved Smith and Pepper factory. The visit offered a fascinating look at the highly demanding conditions faced by 19th-century craftspeople. Josh also met with representatives from the NAJ to learn about the diverse, cutting-edge career pathways available in the modern jewellery and manufacturing sectors.

The day culminated at Aston University, an institution widely renowned for its pioneering jewellery education. Amidst an audience of industry professionals, educators, and fellow designers, Josh was announced as the overall national winner.

The highlight of the evening came when Josh was handed the physical reality of his hard work: a stunning, professionally crafted signet ring produced exactly to his winning specifications.

Reflecting on the incredible achievement, Richard Weaver, Regional Assistant Principal at �鶹��ýӳ�� Academy Haydock, said:

“We are incredibly proud of Josh. To win a national competition of this scale, competing against more than 650 students, is an extraordinary feat. Josh has shown remarkable creativity and dedication.”

The conference offered a diverse programme designed to challenge traditional thinking, strengthen classroom practice, and connect colleagues from across the teaching profession.

The day opened with an inspiring keynote from Pedro de Bruyckere entitled “The Power of Together.” De Bruyckere explored the evidence behind collective efficacy, examining how schools can create optimal conditions to foster a shared belief in success among both teachers and students.

Following a day of collaborative learning, the conference concluded with a closing keynote from Lee Wilson, CEO at �鶹��ýӳ��. His address, “Best Bets and Bold Ideas,” offered vital reflections on how the education sector must strike a balance between the security of established research and the confidence to innovate and test new ideas.

Throughout the day, delegates selected from more than thirty specialised workshops covering a vast array of educational priorities. Sessions focused on curriculum design, cognitive science, literacy, behaviour management, SEND, artificial intelligence, governance, professional development, school improvement, and leadership. Crucially, workshops encouraged attendees not only to engage with the research but to consider how these evidence-informed approaches could be translated into meaningful, everyday classroom practice.

The event featured an outstanding line-up of national speakers, including Kate Jones, Bradley Busch, Claire Badger, Cat Scutt, Martin Robinson, David Goodwin, Stuart Kime, Ben Newmark, and Steve Mastin.

These national experts shared the stage with a wealth of talent from across the �鶹��ýӳ��, including Jackie Gray, Paul Taylor, Vic Ashton, Emma Hudson, Scott Morton, and Matthew Hunt, showcasing the immense expertise that exists both within the Trust and the wider profession.

An event of this scale was made possible through the generosity and collaboration of numerous partners. The OIE extended its sincere thanks to headline sponsor, the National Institute of Teaching (NIoT), alongside sponsor Evidence Based Education. Their support, along with that of the event's many exhibitors, created valuable opportunities for delegates to network with organisations committed to educational excellence.

Gratitude was also expressed to the speakers who volunteered their time, the trust-wide staff volunteers, student ambassadors, catering teams, and the colleagues at �鶹��ýӳ�� Academy Adwick, whose professionalism ensured the day ran smoothly.

Hosting the first researchED Yorkshire represents a major milestone for the �鶹��ýӳ�� Institute of Education, reflecting its ongoing commitment to creating opportunities for educators to engage critically with research and learn from one another.

Organisers thanked everyone who attended, contributed to, and supported the inaugural event, expressing high hopes that this marks the beginning of a long and successful future for researchED in the Yorkshire region.

Interested in attending the national researchED on 5th September? Use the button below to register:

Ofsted has praised �鶹��ýӳ�� Primary Academy Greystone following a two-day inspection on 23 and 24 June.

Across all areas inspected, the school was graded as a ‘strong standard’. Inspectors praised the school, saying, “�鶹��ýӳ�� Primary Academy Greystone is a place where pupils feel safe and valued. They thrive academically and socially at this friendly and supportive school.”

Highlights of the report include:

• Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, make strong progress from their individual starting points.

• Behaviour throughout the school is excellent. Classrooms are an oasis of calm, where pupils are focused and engaged on their learning.

• By the time pupils leave the school, they are well prepared for the next stage of their education. They leave with secure knowledge and skills in reading, writing and mathematics.

• Pupils with SEND receive the physical resources or adult support they need to make rapid progress.

• Warm, caring relationships between pupils and staff help pupils feel like they belong to the school community. 

• Rates of attendance are consistently above national averages for all groups of pupils.

• Staff morale at the school is high. They feel valued and well supported pastorally and professionally.

• Parents and carers speak highly of the school and feel well informed about their children's progress. 

• Pupils develop a clear understanding of their own identity, of others' perspectives and of the diverse world in which they live. 

Sam McCarthy, Head of School at �鶹��ýӳ�� Primary Academy Greystone, said:

“We are absolutely thrilled with our latest Ofsted report, which beautifully reflects the dedication, hard work, and passion of our entire school community. Every day, our staff go above and beyond to ensure the absolute best outcomes for our children, and I am incredibly proud that their tireless efforts, alongside our pupils' wonderful achievements, have been officially recognised in such a glowing way.

“This success belongs to everyone: our talented staff, our inspiring children, and our wonderfully supportive families. I’d like to thank them all for their continued partnership as we keep striving for excellence.”